Remixing to design learning: social media and peer-to-peer interaction

Gail Casey; Muriel Wells

doi:10.5204/jld.v8i1.225

Remixing to design learning: social media and peer-to-peer interaction

Gail Casey, Muriel Wells

Abstract

Social and participatory media offer opportunities to interact and share user-generated content. After some investigation and research, the authors are in their initial stages of using such media to provide a pathway for thinking about learning design in higher education. Using the concept of remixing, the authors aim to creatively blend and manipulate ideas to build a sustainable approach to course/program enhancement. Remixing is touted as one of the most important practices within the field of open educational resources, but it is not mainstream practice in educational thinking or design. This article highlights the authors’ approach and uses their pre-service teacher education program and their previous high school study as an example of remixing. The high school study involved the integration of social and participatory media into the face-to-face classroom; Author 1 was the practitioner researcher in the high school study. This article articulates the use of online social environments at the high school level to highlight concepts of sharing and remixing as a creative and social approach to designing learning in higher education. It also attempts to consider this within a course-wide approach.

Keywords

Learning Design; Remix; Social Media; Action Research; Web 2.0; Teaching and Learning; Teacher Education

Full Text:

PDF

References

Author1. (2013). xxx

Author2. (2011). xxx

Alvarez, M. C. (Ed.). (2001). Developing Critical and Imaginative Thinking within electronic literacy. Newark, Del: International Reading Association.

Amiel, T. (2013). Identifying barriers to the remix of translated Open Educational Resources. The International Review of Research in Open and Distance Learning, 14(1), 126-144.

Armstrong, F., & Moore, M. (2004). Action research: developing inclusive practice and transforming cultures. In F. Armstrong & M. Moore (Eds.), Action research for inclusive education : changing places, changing practice, changing minds (pp. 1-16). London; New York: RoutledgeFalmer.

Bahr, N., & Lloyd, M. (2011). Course Cohesion: An elusive goal for tertiary education. Journal of Learning Design, 4(4), 21-30.

Boyd, D., & Ellison, N. (2007). Social network sites: definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210-230. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00393.x/full

Callaghan, N., & Bower, M. (2012). Learning through social networking sites - the critcal role of the teacher. Educational Media International, 49(1), 1-17.

Fletcher, G. H. (2007). Bloggers welcome here: social networking tools appear poised to enter the school system. It's a breakthrough long overdue.(commentary). T H E Journal (Technological Horizons In Education), 34(11), 8(1).

Glover, I., & Oliver, A. (2008). Hybridisation of Social Networking and Learning Environments. Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008, Vienna, Austria.

Hahn, J. (2008). Born Digital: Understanding the First Generation of Digital Natives. Library Journal, 133(13), 105.

Kearney, M. (2013). Learner-generated digital video: Using ideas videos in teacher education. Journal of Technology and Teacher Education, 21(3), 321-336.

Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. K.

Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 559-603). Thousand Oaks: SAGE.

King, M. B., & Newmann, F. M. (2001). Building school capacity through professional development: Conceptual and empirical considerations. International Journal of Educational Management, 15(2), 86-93.

Knobel, M., & Lankshear, C. (2008). Remix: The art and craft of endless hybridization. Journal of Adolescent & Adult Literacy, 52(1), 22-33. Latour, B. (2007). Reassembling the social. New York: Oxford University Press.

Lindstrom, D. (2012). New literacies, teacher education, and Third-Space pedagogy. Journal of Digital Learning in Teacher Education, 28(3), 91.

Markham, A. (2013). Remix cultures, remix methods: Reframing qualitative inquiry for social media contexts. In N. Denzin & M. Glardina (Eds.), Global dimensions of qualitative inquiry (pp. 63-81). Walnut Creek, CA: Left Coast Press.

Nuthall, G. (2007). The hidden lives of learners. Wellington, N.Z: New Zealand Council for Educational Research.

Ravenscroft, A., & Boyle, T. (2010). A dialogue and social software perspective on deep learning design. Journal of Interactive Media in Education, (Special Issue on Researching Computers and Learning). http://jime.open.ac.uk/2010/12

Thomson, A., Bridgstock, R., & Willems, C. (2014). Teachers flipped out beyond the online lecture: maximising the educatioal potential of video. Journal of Learning Design, 7(3), 67-78.

DOI: http://dx.doi.org/10.5204/jld.v8i1.225

Abstract Views:

579

Views:

PDF

209

Article Metrics

Metrics Loading ...

_{Metrics powered by PLOS ALM}

Refbacks

There are currently no refbacks.

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 License.